The document provides several reading strategies and motivation techniques for teachers to use to engage students and improve reading skills, such as using graphic organizers, building on prior knowledge, focusing on student abilities rather than disabilities, incorporating mastery experiences, and strategies like read alouds, vocabulary instruction, prediction activities, and review games. The strategies are meant to build student self-efficacy and intrinsic motivation for reading.

1. Reading Motivation StrategiesPlace photo here

2. Objectives
• Learn different reading strategies to motivate
students.
• Incorporate different reading strategies in planning
classes.
• Motivate students to read.

3. Student Motivation
• Always build on prior knowledge, need to understand
where your student is academically.
• Be sure to praise and recognize ALL efforts and
attempts at improving. Give lots of verbal and non-
verbal reinforcements.
• Provide opportunities for peer mentoring, buddy up,
social skill development and cooperative learning
whenever the situation presents itself.
• Use graphic organizers to assist the student.

4. Student Motivation
• Give immediate feedback for on task, task completion, solid
efforts and demonstrated improvement at every opportunity.
• Encourage independence at every opportunity and provide
positive feedback when the student is working well
independently.
• ALWAYS focus on the student's abilities, NOT disabilities.
• Provide opportunities for the student to take risks in new
learning situations.
• Give the student the opportunity to provide feedback, let him tell
you why he/she thinks you're happy him or her.

5. Mastery experience
• Albert Bandura (1986) suggests that motivation (or a lack thereof) is the
result of an individual's self-efficacy related to a task. Bandura defines
self-efficacy as the beliefs we have about ourselves that cause us to
make choices, put forth effort, and persist in the face of difficulty. And
for help in the classroom, Bandura notes that one of the most powerful
sources of self-efficacy is mastery experience.
• Mastery experience occurs when the student evaluates his or her own
competence after learning and believes their efforts have been
successful. Mastery experiences increases confidence and willingness
to try similar and more challenging tasks. In addition, studies have also
found that social experiences play a powerful role in the development of
self-efficacy. The beliefs and behaviors held by teachers and peers are
important in building the self-efficacy of all children in the classroom.

6. Basic Steps to motivation
• Every teacher’s goal should be to guide students
toward being intrinsically motivated.
• Strategies
- identify reading goals for students.
-make real world connections to text.
-have meaningful resources available.
-encourage social collaboration.
-use appropriate reading incentives.
-build on the familiar knowledge

7. Continue
• Applications of strategies
-as role model for your students, a teacher who loves
reading is far more motivating than a teacher who
deposits it.
-create book (reading) experiences rather than just
reading book by book. Allow students the chance to
see the purpose that reading has in the world.
• Emphasis on importance
-allow students to see their progress in reading and
how it is impacting the rest of their work.
-create a classroom atmosphere where students
can value reading.

8. Strategies
• Researchers have identified a number of factors important to
reading motivation including self-concept and value of reading,
choice; time spent talking about books, types of text available,
and the use incentives.
• Have students participate in setting purposes for reading by
using anticipation guide and selecting stories they would like
to read.
• After selecting a story for students to read, a make a list of the
key ideas they will encounter. Provide students with a list of
statements based on list and have them rate their level of
agreement or disagreement before they read. (This guide then
becomes a powerful tool for assessing learning or changed
attitudes after reading and discussion as well).

9. continue
• Offer students the chance to read beyond the textbook. Popular content
area journals, newspapers, and online resources provide teachers with
access to reading material that can provide depth, authenticity, and
timeliness that textbooks simply cannot. Work with colleagues who
teach the same course or in your department to establish a library of
that engages students in the key ideas and information of your content.
( Webquest or Bloqs)
• Organize the classroom to motivate reading and discussion. Use a
techniques such as jigsawing to create an authentic knowledge gap in
your classroom. Have small groups of students read and discuss a
handful of different texts with complementary or contrasting views on a
question or issue from your content area (differing points of view on the
use of the internet; multiple reviews of a book, film, piece of music or
art; sections of a chapter that can be understood independently). Then
reshape the groups to include students who have each read one of the
different texts. Students are then challenged to share an overview of
their reading and synthesize the varying content they collectively read.

10. Classroom Strategies
Read aloud:
A teacher read-aloud is the oral sharing of a book for the purpose
of modeling strategic reading behaviors and generating
instructional conversation. Theories of child development
suggest that the socialization of a read-aloud allows teachers
and students to collaboratively construct meaning from text.
Share the excitement of read-alouds by:
• Reading aloud a wide variety of text; includes informational
books, newspapers, e-books and magazines in your read-aloud.
• Encouraging interaction during the teacher read aloud by inviting
discussion. This "give and take" conversation around a shared
text engages students in predicting, inferring, and thinking and
reasoning.

11. continue
• Inviting students to choose the teacher read-aloud title from time
to time. Student choice can be managed by offering several
possible read-aloud titles and allowing students to vote on the
story they would most like to hear the teacher read.
• Allowing students to read-aloud. Read-aloud is often used
synonymously with teacher read-aloud. And though teachers
should read-aloud daily, inviting students to occasionally read-
aloud a self-selected text or portion of a text (e.g., book or
magazine article) can be motivating for all. Allowing students to
participate in the read-aloud will require some planning.
Students should rehearse their read-aloud for several days at
home or with a classroom buddy before reading aloud to the
class.

12. Strategies
Vocabulary refers to the words that must known in order to communicate
effectively. In relationship to reading, vocabulary plays an important
role in two major ways.
• When learning to read, the students have a much more difficult time
learning to read words that are not already a part of their oral
vocabulary.
• Vocabulary is very important to reading comprehension. Simply the
students cannot understand what they are reading without knowing what
most of the words mean.
• The students learn most of their vocabulary indirectly through everyday
experiences but some vocabulary should be taught directly to support
reading comprehension.
Vocabulary should be displayed in the classroom weekly. Students
should be exposed to vocabulary in as many ways
possible.

13. Strategies
Title Predictions
Make predictions about what events might take place in the
story based on the title of the chapter or story. Reinforce all
predictions given. Once the predictions are made, give a brief
idea of what the chapter or story is about and ask the students
to think about what questions they want answered when they
read the chapter. Record these questions on chart paper.
These questions help set up a purpose for reading. This way
students are much more tune in with the story and are better
able to answer questions with detail and enthusiasm.

14. Strategies
Skill Review Various activities that will help students with fluency
and vocabulary.
Before the students begin reading aloud in class, have them go
over basic sight words from the vocabulary word list. Read the
words together. (Choral reading) It takes about three minutes of
reading time. This helps to practice words such as: like, the, did,
we, begin etc. Hearing the words in a list helps them recall them
quickly in a passage. This helps their comprehension skills.
To challenge all students, teachers can create their own list of
words from the story (vocabulary) and have students read the
list together and individually before reading the story. Unfamiliar
words will not make students stumble during reading.

15. Strategies
Pattern Puzzles is a reading strategy that challenges students to read a text
selection and then organize what they’ve read. Students are challenged to put a
series of cards containing key ideas from the text in order. This is a thinking
activity that combines physical manipulation of pieces with mental manipulation
of concepts. Students can work individually, in pairs, in small groups, or even as
a whole class.
How to do it:
1. Choose a section of text you want your students to read.
2. Think of 8-10 key ideas from the text and write each one on an index card. You
can use direct quotes from the text or write the ideas in your own words. Shuffle
the cards and place them in an envelope.
3. Distribute the envelopes to students. Challenge them to place the cards in the
proper sequence. As they read, they can go back and change the order of their
sentence strips.
4. You can also ask students to create a timeline or a Venn diagram.

16. Strategies
RAP- is a clever and easy to remember strategy that helps students
actively read, comprehend, and remember text selections.
• How to do it: Post these four RAP-Q steps in your classroom and have
students practice them weekly when they read text selections:
• Read a paragraph or a section of text. Do not read long sections; short
sections will be easier for you to understand.
• Ask yourself what the main ideas are. Try to find the sentence or
sentences that give the most important ideas in the section that you
read.
• Put the main ideas into your own words. This is called paraphrasing.
• Questions: Based on your paraphrasing of the main ideas, write a
question and an answer on the back of a notecard. Compare the
notecards that you wrote about the main ideas of previous paragraphs
or sections so that you can see how the idea of one section is related to
the next.

17. Strategies
Three Point Review This is a reading review game played by three
students using a pre-prepared checklist of significant points from the
text.
How to do it: To play “Three Point Review” follow these steps:
1. Put students into groups of three and have them number themselves “1,
2, and 3.”
2. Distribute checklists to Students 2 and 3.
3. Direct Student 1 to tell Students 2 and 3 everything they remember
about the reading.
4. Direct Students 2 and 3 to mark an “X” on the checklist terms that
Student 1 shares.
5. When Student 1 can no longer recall information, Students 2 and 3 ask
questions based on the ideas not checked off their lists. As student 1
answers these correctly, Students 2 and 3 will mark an X on the
checklist next to that term.

18. Three Point Review
6. The review for Student 1 is finished when all words on the checklist are
marked or when student 1 can no longer answer questions. Student 2
and 3 should give Student 1 the checklists. Now Student 1 knows what
information he/she is lacking and what information he/she needs to
review.
7. Rotate student numbers and repeat the quizzing with clean copies of the
same checklist. Alternatively, you might wish to move on to a different
section of reading.
8. Repeat steps 2-5.

19. Reading Activity
• With the story, select a reading strategy you would use to teach
the selection to motivate the students to read it.
• Presentation of strategy.